This article examines the experiences of 20 students of color who voluntarily attend a racially integrated school. The study draws from the Socio-Cultural dimension of schooling as a framework to understand how the students of color fared on a social, cultural, and environmental level within a predominantly White school. Through a questionnaire, African American and Latina/o students discussed the conditions and perceptions of their local schools, their experiences at the new school site, and the value of navigating the educational opportunities offered by participating in a voluntary integration program. Furthermore, based on the findings that emerged from this study, recommendations with implications for policy are discussed.
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